In this article, we describe analyses of assessment-based curricular modifications designed to improve the classroom behavior of elementary school students with emotional and behavioral disorders. Functional assessments were conducted to identify instructional and curricular variables associated with undesirable behavior during problematic academic assignments.The assessment data led to individualized modifications of assignment features. Experimental analyses verified that the modifications resulted in reduced problem behavior and increased task engagement for each of the participants.The results are related to previous research on functional assessment, positive behavioral support, and the new requirements for behavioral interventions under the Individuals with Disabilities Education Act Amendments of 1997.
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